Teaching English as a Second Language in Sri Lankan Primary Schools: Opportunity and Pedagogy

Autor/inn/en	Little, Angela W.; Shojo, Mari; Sonnadara, Upul; Aturupane, Harsha
Titel	Teaching English as a Second Language in Sri Lankan Primary Schools: Opportunity and Pedagogy
Quelle	In: Language, Culture and Curriculum, 32 (2019) 2, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Little, Angela W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2018.1532437
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Elementary School Students; Teaching Methods; Educational Policy; Learning Processes; Teacher Attendance; Time Management; Rural Schools; Teacher Characteristics; Student Centered Learning; Remedial Instruction; Educational Practices; Elementary School Teachers; Sri Lanka + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Learning process; Lernprozess; Zeitmanagement; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Förderkurs; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ceylon
Abstract	Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is lost, (ii) how English teachers use their time in primary education classrooms and (iii) the factors associated with student-centred learning and on academic learning in general. Around a quarter of the class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official 'appointment' as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01